Higher education institutions have incorporated information and communications technology strategies to improve the learning environment and increase their competitive advantage. One strategy, the use of learning management systems, has transformed the learning environment over the past three decades. User acceptance is a key success factor in any technology implementation. There is limited empirical research which outlines the needs and insights of learning management systems users in respect to the use of mobile technology. It is critical that higher education institutions understand learning management systems users' views about technology and how these views influence technology usage behavior. This quantitative, correlational study investigated the intentions of students and faculty to use mobile devices with the learning management systems and to determine if their degree level or their associated educational program had significance to their intentions. A survey based on the unified theory of acceptance and use of technology was sent to users to capture demographic attributes and data about beliefs, preferences and usage behavior. Pearson's Chi-square test for independence was executed to examine relationships between variables and to test for significance. The results revealed that no association was found between the users' educational program and their intention to use mobile device with the learning management system. Data to investigate the influence of degree level was unavailable. Two suggestions for future research are a.) explore differences of user beliefs when use of the learning management system is mandated versus voluntary; b.) explore the user intention of different types of students: fully online, traditional, and hybrid. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]